Download PDF (4.08 MB) - ReliefWeb

More documents

Recommendations

Info

66 have a conflict of interest with UNDP-supported interventions. Additionally, project and programme data (baselines, monitoring data, etc.) should feed information management systems that can generate reports using both quantitative and qualitative data. Using the findings of the monitoring and evaluation process, UNDP and/or VST providers can prepare case studies for extensive dissemination and use in policy advocacy. The lessons learned can contribute to the development of national employment policy and to global knowledge on the role of VST in livelihoods and economic recovery. 4.1.2 (j) Partnerships The development of partnerships is essential for the success of a VST initiative. An implementing partner must be identified for any UNDP-supported project or annual work plan, and the implementing partner may enter into agreements with other organizations as “responsible parties.” Beyond the formal arrangements, coordination, cooperation, and information sharing with an extensive range of partners is useful. Many local, national, and international public and private participants are typically involved in VST policy and programming. Coordination is essential in order to ensure complementarity, avoid duplication and gaps in programming, and to support the development and implementation of national standards. UNDP often plays a pivotal role in VST coordination. Partnerships with the following groups are important for VST in most crisis and post-crisis situations: • Government. The government’s role in VST policy development, regulation, and service provision is central to the success of VST interventions. Support should be provided to the government for policy development, the registration of VST providers, and the establishment and enforcement of standards. • U.N. agencies and other international development partners. A number of specialized U.N. agencies—such as ILO, UNCTAD, and UNIDO— possess expertise in VST. These agencies can provide critical leadership, information, and connections for any VST intervention. Coordination of the support provided by international development partners, with government leadership, is essential. • Local authorities. Local authorities play a leading role in facilitating the registration of VST providers and the coordination of VST activities and are key partners in the selection of target groups, VST providers, and participants. • Civil society organizations. NGOs, often faith based organizations, play an important role in sponsoring students and apprentices, providing VST services, and designing programmes. Community-based organizations are important partners in designing such programmes, selecting target groups and participants, and ensuring that VST interventions benefit crisis-affected communities. • Private sector. Private enterprises, employers’ associations, microfinance institutions, and business development service providers are key partners vis-à-vis identifying the skills in greatest demand in the local labour market, providing opportunities for employment and business loans, and mentoring trainees and apprentices. Livelihoods & Economic Recovery in Crisis Situations
67 Box 4.1. Vocational training, employment, and peace-building in Darfur, Sudan Youth represent the largest population group in the internally displaced person (IDP) camps in Darfur, Sudan. Many of these young people have become militant and hostile toward the government as a result of the human rights violations that they and their families have experienced. The lack of productive opportunities and access to meaningful education in the camps has exacerbated the situation, fueling tensions, frustration, and aggressive attitudes. In a partnership between UNDP and Nyala Technical College—formerly an ILO-supported vocational training centre—216 internally displaced youth (186 males and 30 females) from Kalma Camp received vocational training in 13 locally marketable trades in mid-2010. The training programme was designed to provide young IDPs with skills that would enable them to earn income in the camp while also preparing them reintegration into the urban economy. The access to a government training centre created a new sense of trust and confidence in the government among these young IDPs. At the end of the training, all graduates gained employment or received start-up grants or packages for use in starting their own small businesses inside or outside of the camp. The IDPs’ new skills have translated into income generation. The success of interventions for vocational and skills training has made these interventions a popular means of support for IDPs in Darfur. The local government, U.N. agencies, and NGOs are involved in providing these services. For additional information, please see discussion papers in Annex: 11. Strengthening Social Capital 15. Social Funds 16. Market and demand driven vocational and skills training and placement References and suggested further reading: Vocational and skills training and placement • ILO. Gender guidelines for employment and skills training in conflict-affected countries. Eugenia Date-Bah, ILO Action Programme on Skills and Entrepreneurship Training for Countries Emerging from Armed Conflict. 1998. • ILO. Training for employment: Social inclusion, productivity and youth employment. Human resources training and development, vocational guidance and vocational training. International Labour Conference, Geneva, Switzerland. 2000. • UNDP. Practice Note on Capacity Assessment. October 2008. • UNDP. General Guidelines for Capacity Assessment and Development: To Support the Development and Implementation of National Programme Frameworks (NPF). 1997. • UNDP Sudan. Enhancing Livelihoods Opportunities and Building Social Capital for New Livelihoods Strategies in Darfur. An Internal Review and Way Forward. Final Draft prepared by UNDP/BCPR, Geneva. March 2010. • UNESCO International Institute for Educational Planning. “ Vocational education and training,” Chapter 26 in Guidebook for Planning Education in Emergencies and Reconstruction. 2006. • UNESCO UN International Centre for Technical and Vocational Education and Training (UN- EVOC). Education for Livelihoods and Civic Participation in Post-Conflict Countries: Conceptualizing a Holistic Approach to TVET Planning and Programming in Sub-Saharan Africa. UNESCO-UNEVOC Discussion Paper Series, No. 3, 2007. • Women’s Commission for Refugee Women and Children and the School for International and Public Affairs, Columbia University. Market Assessment Toolkit for Vocational Training Providers and Youth: Linking Vocational Training Programs to Market Opportunities. October 2008. • Women’s Commission for Refugee Women and Children and the School for International and Public Affairs, Columbia University. Youth and Sustainable Livelihoods: Linking Vocational Training Programs to Market Opportunities in Nothern Uganda. July 2008. • Women’s Refugee Commission. “Training and Placement Programs.” Chapter in, Building Livelihoods: A Field Manual for Practitioners in Humanitarian Settings. May 2009, pp.28-54. Livelihoods & Economic Recovery in Crisis Situations
Page 1 and 2:
UNITED NATIONS DEVELOPMENT PROGRAMM
Page 3:
UNITED NATIONS DEVELOPMENT PROGRAMM
Page 6 and 7:
ii Table of Contents CHAPTER 1 READ
Page 8 and 9:
iv Table of Contents BOXES 1.1 Area
Page 10 and 11:
Kenyan Women Selling Products (Phot
Page 12 and 13:
2 1.1 About this Guide 1.1.1 What t
Page 14 and 15:
4 and local economies—contribute
Page 16 and 17:
6 UNDP’s experience has shown tha
Page 18 and 19:
8 1.3.2 Three-track approach to pro
Page 20 and 21:
10 equality and women’s empowerme
Page 22 and 23:
Community Meeting with Future Strat
Page 24 and 25:
14 2.1 What information does a live
Page 26 and 27: 16 Markets for goods and services
Page 28 and 29: 18 tensions, access to resources an
Page 30 and 31: 20 A livelihoods and economic recov
Page 32 and 33: 22 face. Communities can agree with
Page 34 and 35: Crop Production for food security (
Page 36 and 37: 26 3.1 Emergency employment creatio
Page 38 and 39: 28 Figure 3.1 Flow chart for choosi
Page 40 and 41: 30 The implementing partner recruit
Page 42 and 43: 32 Figure 3.2(a) Matrix for calcula
Page 44 and 45: 34 groups and local authorities agr
Page 46 and 47: 36 Emergency employment projects pr
Page 48 and 49: 38 References and suggested further
Page 50 and 51: 40 big risks (reputational and secu
Page 52 and 53: 42 cially important when a financia
Page 54 and 55: 44 whose enterprises are to be supp
Page 56 and 57: 46 monitoring the number of enterpr
Page 60 and 61: 50 Assessment reports, where these
Page 62 and 63: 52 Box 3.5. Summary of timesaving a
Page 64 and 65: 54 tion and transportation infrastr
Page 68 and 69: Mosquito net production in Tanzania
Page 70 and 71: 60 4.1 VOCATIONAL AND SKILLS TRAINI
Page 72 and 73: 62 4.1.2 (b) Identification of targ
Page 74 and 75: 64 Apprenticeship opportunities sho
Page 78 and 79: 68 4.2 INCLUSIVE private sector dev
Page 80 and 81: 70 grant sources. UNCDF and UNDP ha
Page 82 and 83: 72 4.2.3 (b) Suggested intervention
Page 84 and 85: 74 into a “fund for inclusive fin
Page 86 and 87: 76 4.2.3 (c) Monitoring and evaluat
Page 88 and 89: 78 legally binding agreements that
Page 90 and 91: 80 4.3 conditional cash transfers C
Page 92 and 93: Rehabilitation programme (photo by
Page 94 and 95: 84 5.1 capacity development Support
Page 96 and 97: 86 lawyers, prosecutors, and/or gov
Page 98 and 99: 88 enabled by a secure environment.
Page 100 and 101: 90 terms of foreign exchange; at th
Page 102 and 103: 92 government officials. Such decis
Page 104 and 105: 94 • Support to national justice
Page 106 and 107: 96 policy issues involve the protec
Page 108 and 109: 98 • Strengthening the capacity o
Page 110 and 111: Women Enterpreneurship in DRC (Phot
Page 112 and 113: 102 6.1 Gender Equality and Women
Page 114 and 115: 104 Gender and the assessment proce
Page 116 and 117: 106 Table 6.1. Example of outputs,
Page 118 and 119: 108 Conflict and disaster tend to w
Page 120 and 121: 110 example is the belief in some s
Page 122 and 123: 112 Box 6.3. Kenya National Youth T
Page 124 and 125: 114 6.3.2 Programming livelihoods f
Page 126 and 127:
116 Box 6.4. Profiling for Liveliho
Page 128 and 129:
118 in ways that do no harm—bears
Page 130 and 131:
Ex-Combatant running a successful r
Page 132 and 133:
122 Box 7.1. Fundamental principles
Page 134 and 135:
124 policymakers to support program
Page 136 and 137:
126 References and suggested furthe
Page 138 and 139:
128 References and suggested furthe
Page 140 and 141:
130 mobilization. When formulating
Page 142 and 143:
132 For outputs, including both pro
Page 144 and 145:
Men and Women Cleaning the Rubble a
Page 146 and 147:
136 GUIDE ON LIVELIHOODS AND ECONOM
Page 148 and 149:
138 UNDP. “Role of UNDP in Crisis
Page 150 and 151:
140 Community infrastructure consis
Page 152 and 153:
142 Inclusive economic growth aims
Page 154 and 155:
144 Payments for ecosystem services
Page 156 and 157:
146 ACKNOWLEDGEMENTS The developmen
Page 158 and 159:
148 • Inclusive Economic Growth a
Page 160 and 161:
150 York; Casper Sonesson, Policy A
Page 162 and 163:
152 DAC DCED DDR DEX DFID DIM DPA D
Page 164 and 165:
154 POSC PPP PRA PRS PRSP PSD PSD P
Page 166 and 167:
156 ANNEX: Discussion Papers on Liv
Page 171 and 172:
Livelihoods & Economic Recovery in
show all

Download PDF (4.08 MB) - ReliefWeb

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?